COURSE MODULE

Yosa A. Alzuhdy, M.Hum.

ENGLISH LITERATURE STUDY PROGRAM

YOGYAKARTA STATE UNIVERSITY
2019
 LISTENING
for ACADEMIC PURPOSES

SBI6204

Yosa A. Alzuhdy, M.Hum.

197108011999031002

English Literature Study Program

Faculty of Languages and Arts
State University of Yogyakarta
2019
 KEMENTERIAN RISET, TEKNOLOGI DAN PENDIDIKAN TINGGI
UNIVERSITAS NEGERI YOGYAKARTA
FAKULTAS BAHASA DAN SENI
RENCANA PERKULIAHAN SEMESTER
Program Studi : SASTRA INGGRIS
Nama Mata Kuliah : LISTENING FOR ACADEMIC PURPOSES Kode: SBI6204 Jumlah SKS: 2
Semester :4
Mata Kuliah Prasyarat :-
Dosen Pengampu : YOSA ABDUH ALZUHDY, S.S., M.Hum.

Deskripsi Mata Kuliah : This subject provides students with advanced skills in comprehending oral discourses through recorded voice of native speakers.
Materials are presented in a variety of functional texts with exercises focused on identifying cultural contents of a given text,
deducing meanings from contexts, discovering topics and main ideas, recognizing discourse markers and language functions, and
taking notes. Students’ classroom activities include individual work, pair work, and group work. Evaluation on students’
achievement is based on classroom participation, home assignments, the mid-semester test, and the final test.
Capaian Pembelajaran : Learning outcomes yang dikembangkan dari mata kuliah ini adalah bahwa Setelah mengikuti mata kuliah ini, mahasiswa
diharapkan mampu membedakan sounds of the English language dengan benar; mampu mengaplikasikan keterampilan kabahasaan
(bahasa Inggris) secara lisan dan tertulis dalam penyelesaian masalah, serta mampu beradaptasi terhadap situasi yang dihadapi;
memiliki pengetahuan kebahasaan tentang bahasa Inggris dan keterampilan berkomunikasi dengan bahasa Inggris secara lisan dan
tulisan; memiliki kualitas profesional dengan kemampuan dasar berbahasa Inggris (English Proficiency: ITP TOEFL minimal 500 atau
tes jenis lainnya yang setara).
At the end of the course, students are expected to be ready for taking a standardized IELTS and TOEFL test, especially in the
Listening Comprehension section. Skills expected to master include getting gist of information from the oral/aural text, getting the
main ideas and detailed information from the text, understanding signpost words, paraphrasing phrases and expressions on the
context, explaining relations between parts of information, inferring information, analyzing, synthesizing, and summarizing, as well
as evaluating or listening critically.

Listening for Academic Purposes 1

 Pertemuan Bahan Kajian / Bobot
Capaian Bentuk / Model Teknik
ke-/ Waktu Pokok Bahasan dan Pengalaman Belajar Indikator Penilaian Penilaian
Pembelajaran Pembelajaran Penilaian
(menit) Referensi (%)
Recognizing the Course description; Ceramah dan/atau Mahasiswa
course kontrak perkuliahan; Diskusi Kelompok menyimpulkan tujuan
1
objectives orientasi capaian perkuliahan dan - - -
(100)
Sikap: pembelajaran, relevansinya dengan
kedisiplinan Review BeSmart. karirnya di masa depan
Recognizing the Aspect of Menyimak ceramah Mahasiswa Ketepatan dalam Test short
differences differences pendek dan mengidentifikasi mengidentifikasi essay dan
2 between Factors that mengidentifikasi informasi secara detail informasi dan melengkapi
5
(100) listening in daily contribute to informasi menjawab tabel
life and in understanding the pertanyaan
lectures listening
Understanding Listening to spelling Menyimak Mahasiswa Ketepatan dalam Test pilihan
the basics of Listening to various perakapan pendek mengidentifikasi mengidentifikasi ganda dan
3-4
listening types of numbers dan informasi secara detail informasi dan menjawab 5
(200)
Understanding mengidentifikasi menjawab singkat
dialogs informasi pertanyaan
Getting ready to Listening to longer Menyimak Mahasiswa menarik Ketepatan Test pilihan
listen to lectures conversations and percakapan kesimpulan tema pengambilan ganda dan
5-6
longer talks panjang, percakapan dan kesimpulan dan menjawab 5
(200)
mengidentifikasi mengidentifikasi keakuratan singkat
informasi detail informasi detail informasi detail
Note Taking Some things to Menyimak pidato/ Mahasiswa menarik Ketepatan Test pilihan
Practice consider in note kuliah / percakapan, kesimpulan tema pidato pengambilan ganda dan
7-8 taking. identifikasi tema dan perkuliahan dan kesimpulan dan menjawab
5
(200) Note taking practice umum dan mengidentifikasi keakuratan singkat
Using the notes to informasi detail, informasi detail identifikasi
answer questions. mencatat informasi informasi detail
9 Ujian Tengah Mengerjakan UTS
25
(100) Semester

Listening for Academic Purposes 2

 Understanding Identifying speakers, Menyimak dan Mahasiswa Ketepatan dalam Test pilihan
Context and Understanding menjawab mengidentifikasi konteks identifikasi context ganda dan
New categories pertanyaan and peristilahan, dan makna istilah, menjawab
10-11
Terminology and terminologies didahului dengan memahami detail dan menjawab singkat 5
(200)
Recognising mengidentifikasi pertanyaan
paraphrase distractors soal
Selecting from a list pilihan ganda
Thinking Describing a place or Menyimak Mahasiswa mengenal Ketepatan dalam Test pilihan
critically, following directions, percakapan atau perintah dan petunjuk mengikuti perintah ganda dan
comparing Labelling a map, pidato, membaca serta melakukan perintah atau petunjuk menjawab
12-13
information giving opinions on teks terkait, , memahami perbedaan singkat 5
(200)
from reading details membandingkan informasi dari sumber
and listening informasi yang berbeda dan
diperolah membandingkannya.
Other types of Understanding oral Menyimak ceramah Mahasiswa memahami Ketepatan dalam Test pilihan
14 academic information in atau percakapan informasi dalam berbagai membuat deskripsi ganda dan
5
(100) listening various types of deskriptif , naratif, situasi akademik atau memahami menjawab
academic situations. argumentative, informasi singkat
Going further Understanding Menyimak ceramah Mahasiswa Ketepatan dalam Test pilihan
from listening- attitudes/opinions / percakapan dan mengidentifikasi isi mengidentifikasi ganda dan
Making Finding further mencari informasi pesan, mencatat pesan, menjawab
15
improvement information related lain terkait saran informasi, mencari membandingkan, singkat 5
(100)
to the topic, atau opini yang informasi sumber lain, dan menarik
Reaching a decision diberikan, menarik membandingkan, kesimpulan
kesimpulan menarik kesimpulan.
Review, Mengerjakan latihan Latihan menyimak Mahasiswa mengidenti- Ketepatan dalam Test pilihan
Discussion and dan membahas dan mendiskusikan fikasi tema, penanda mengidentifikasi, ganda dan
16
Overview kesulitan, jawaban yang wacana pada materi memahami, dan menjawab 5
(100)
Practice diberikan. audio membandingkan singkat
informasi
UJIAN AKHIR SEMESTER 30

Listening for Academic Purposes 3

 Penilaian:

No. Komponen Evaluasi Bobot (%)

1 Presensi/Aktifitas Kelas 10
2 Tugas/Kuis 35
3 Ujian Tengah Semester 25
4 Ujian Akhir Semester 30
Jumlah 100

Nilai Akhir Mata Kuliah:

NILAI HURUF BOBOT

86-100 A 4,00
81-85 A- 3,67
76-80 B+ 3,33
71-75 B 3,00
66-70 B- 2,67
61-65 C+ 2,33
56-60 C 2,00
41-55 D 1,00
0-40 E 0,00

Keterangan:
1. Bobot (%) diisi sesuai dengan komponen evaluasi
2. Nilai akhir mata kuliah merupakan jumlah nilai teori setiap komponen

Referensi Utama
A. AIsh, Fiona, and Jo Tomlinson. 2013. Lectures: Learn Listening and Note-Taking Skills. London: HarperCollins Publishers.
B. Betsis, Andrew and Lawrence Mamas. 2011. Succeed in IELTS: Practice Tests. Vietnam: Global ELT, Ltd.
C. Cambridge English Officiel – IELTS Tests Series. Cambridge: CUP.
D. Campbell, Colin and Jonathan Smith. 2009. English for Academic Study: Listening. Reading: Garnet Publishing Ltd.
E. Cullen, Pauline, Amanda French and Vanessa Jakeman. 2014. Official Cambridge Guide to IELTS. Cambridge: CUP.

Listening for Academic Purposes 4

 F. Frazier, Laurie and Shalle Leeming. 2007. Lecture Ready 3: Strategies for Academic Listening, Note-Taking, and Discussion. Oxford: OUP.
G. Jakeman, Vanessa & Clare McDowell. 2001. Insight into IELTS. Cambridge: Cambridge University Press.
H. English Testing Service. 2015. Official IBT TOEFL Tests. New York: McGraw-Hill.
I. Phillips, Deborah. 2003. Longman the TOEFL Test: Computer Test Overview. New York: Longman.
J. Sarosy Peg and Kathy Serak. 2007. Lecture Ready 1: Strategies for Academic Listening, Note-Taking, and Discussion. Oxford: OUP.
K. Sumber lain berupa rekaman berita, pidato, video pendidikan, atau percakapan lainnya.

Mengetahui, Yogyakarta, Januari 2019

Ketua Program Studi Sastra Inggris Dosen Pengampu

(Susana Widyastuti, Ph.D.) Yosa Abduh Alzuhdy, S.S., M.Hum.

NIP. 197080228 200501 2001 NIP. 19710801 199903 1002

Listening for Academic Purposes 5

1 The Process of Lecture Comprehension
PART 1.
Every day we listen to people speaking, directly or indirectly. We might be telling one of our
family member about daily routines, or having a short conversation with someone on the road,
at school or in the office, or discussing over a certain topic with a group of people, or
watching the television, or having a chat through the telephone, or listening to the
announcement broadcasted via the radio, and so on. Those activities are conducted orally, and
we need to listen carefully in order that the activities can be effective and the communication
acts can reach whatever their goals or purposes are.
Listening in everyday activities is different from listening in academic situation, such as a
lecture. How are they different? Listen to the first part of the lecture in the recording, and
complete the following table by taking notes on the available space.

Lecture Everyday Listening Situation

Language

Interaction

Expectations

Listening for Academic Purposes 6

PART 2.

The second part of the lecture focuses on tasks that you need to do while listening to lectures.
Take notes on a separate piece of paper as if you were in a class and were responsible for the
material covered in the lecture. When you have finished, use your notes to answer the
following comprehension questions.

1. What are the four things that a listener needs to do in order to comprehend a lecture
efficiently?
a. ……………………………………………………………………………………………………

b. ……………………………………………………………………………………………………

c. ……………………………………………………………………………………………………

d. ……………………………………………………………………………………………………

2. In addition to words, what other features of language carry meaning?

a. ………………………………………………

b. ………………………………………………

c. ………………………………………………

d. ………………………………………………

3. Give two reasons why listeners must predict while listening to lectures.
a. ……………………………………………………………………………………………………

b. ……………………………………………………………………………………………………

4. There are two types of predictions that people make when listening to a lecture. What
are they?
a. ………………………………………………

b. ………………………………………………

5. To add information to the lecture’s words, what kind of knowledge do listeners use?
a. ………………………………………………

b. ………………………………………………

6. Give two reasons why listeners must evaluate while listening to lectures.
a. ……………………………………………………………………………………………………

b. ……………………………………………………………………………………………………

Listening for Academic Purposes 7

2 LISTENING TO LECTURES
Exc.1 Listen to different languages

Exc.2 Understanding spoken English

Exc.3 Listening.

Exc.4 Now listen to part 2 of the talk, in which the lecturer illustrates the two problems she
has introduced. The lecturer asks you to write down a phrase. Do this as you listen.
_______________________________________________________________________________________________

Does this example make the points clear?

Listening for Academic Purposes 8

Exc.5 Watch a video about “What makes listening to native speakers difficult”.
Take notes about the points or examples given by the speakers.

Exc.6 Complete the notes by writing TWO TO SIX words for each space.

Exc.7 Listen Part 1 of a talk. Take notes about:

➢ What his main interest is.
➢ Where he got his information about lectures in China.
➢ The survey he did and the students he talked to.

Exc.8 Listen to Part 2 of the talk and make notes on the main points the speaker says.

China UK

Listening for Academic Purposes 9

Exc.9 Listen to a lecture and complete the notes below with ONE WORD ONLY for each
question.

Engineering for sustainable development

The Greenhouse Project (Himalayan mountain regions)

Problem
• Planting crops outdoors only possible for about 90 1 per year.
• Short growing season because of high altitude and low 2 .
• Fresh vegetables: imported by lorry or by 3 , so they are
expensive.
• Need to use sunlight to prevent local plants from 4 .
• Previous programmes to provide greenhouses were 5 .

New greenhouse
Meets criteria for sustainability
• Simple and 6 to build.
• Made mainly from local materials (mud or stone for the walls, wood and
7 for the roof).
• Building and maintenance done by local 8 .
• Runs solely on 9 energy
• Only families who have a suitable 10 can own one.
Design
• Long side faces south
• Using strong polythene 11 cover will last at least 5 years.
• Inner 12 are painted black or white.
• Door and fence are used to control 13 and overheating.
Social benefits
• Owner’s status is improved due to 14 earning.
• Rural 15 have greater opportunities.
• More 16 are educated.

Listening for Academic Purposes 10

3 REVIEW ON THE BASICS OF LISTENING

SPELLINGS

Exc.1 Listen to the alphabet and put each letter in the correct column based on the vowel
sound of the pronunciation. Listen to the sound first.

/ei/ /i:/ /e/ /ai/ /ǝu/ /u:/ /a:/

Be careful with the similar sounds of the following letters:

A–E–I–O–U B–V–P U–W
A–R F–V S–C–Z
G–J M–N T–D
K–Q H–8

Spelling the letters is very common in giving information about names and address.

Names: > First name = given name = Christian name

> Middle name(s)
> Last name = surname = family name
*Note: first name and middle name can sometimes be said as other names

Addresses: They include home addresses and email address, with quite a lot of variations.
Home number, apartment number, or room number (of a dormitory), followed by the street
name, the city name, and post code or zip code (combination of letters and numbers).
If the names and addresses are considered very common, they might not be spelled out.
For example: James, Peter, George, Monica, Anita, Sylvia, etc.
Sometimes the addresses are not spelled either, if it is clearly understood. So as the words
Street, Road, Gardens, Avenue, Boulevard, etc.
Be careful the different pronunciation of the names or the addresses and their spellings. Even
the city names are sometimes pronounced strangely.
Sometimes the accent of the native speakers is also quite strange that makes us confused, for
example the native speakers from British Islands, Australia, New Zealand, etc. So get
ready for the challenges of listening to the spellings.
Try practicing your own names again and again to familiarize yourself with the spelling.
Some students are influenced with their way of spelling in Bahasa Indonesia!

Listening for Academic Purposes 11

Exc.2 Listen to the recording and write down each surname or the email address.
a. Gavin ________________
b. Harry ________________
c. richard@___________________.co.uk
d. Pete ________________

Exc.3 Listen to ten people spell their names. Write down the names.

a. _____________________
b. _____________________
c. _____________________
d. _____________________
e. _____________________
f. _____________________
g. _____________________
h. _____________________
i. _____________________
j. _____________________

Exc.4 What is the correct name of the

hotel guest? Listen, and
complete the forms.

No. Guest’s complete name No. Guest’s complete name

1. 4.
2. 5.
3. 6.

Exc.5 Listen to the recording and answer the questions

1. What is the speaker’s last name?
2. Where is he originally from?
3. What group of Indian is he conducting the research on?
4. What language do the Indians speak?

Listening for Academic Purposes 12

NUMBERS

1. Basic Numbers (Cardinals)

1 2 3 4 5 6 7 8 9 10 11 12…
101 (one hundred and one)
20,126 (twenty thousand, one hundred and twenty-six)
31,698,207,354 ➔
Thirty one billion six hundred and ninety eight million two hundred and seven thousand
three hundred and fifty four
31 billions, 698 millions, 207 thousands, 3 hundreds, 5 tens, and 4 ones
Pay attention how to differentiate between teens and tens
13 . 14 . 15 . 16 . 17 . 18 . 19 . stressed on the last syllable
30 . 40 . 50 . 60 . 70 . 80 . 90 . stressed on the first syllable
thirteen – thirty fourteen – forty fifteen – fifty
sixteen – sixty seventeen – seventy nineteen – ninety

- The comma (not period) may be put after a thousand and its multiplication.
12345 = 12,345 67891011 = 67,891,011
- In pronunciation, the word and may be added between hundreds and tens or ones to make
it easier to understand.
101 one hundred and one = one hundred one
a hundred and one = a hundred one
36,028 thirty six thousand and twenty eight
211,564 two hundred and eleven thousand, five hundred and sixty four

Cardinal numbers are usually used for:

Telephone numbers, Years, Time, Money, Decimals, Percentages

Telephone Numbers
⚫ Say numbers separately
324756 Say three…two…four, seven…five…six
⚫ Pause between groups Say 324…756 or 32…47…56
⚫ For 0: say oh (like pronouncing the letter “o”), it is better than zero or naught.
⚫ Say double for two same numbers in a row.
For 66, say double six. For 666, say six double six
⚫ Sometimes triple can be used for three same numbers in a long one (less common)
08112666567 oh eight double one… two triple six…five six seven
or oh eight double one… two six double six…five six seven
⚫ For 586168 Ext 354
Say: five-eight-six…one-six-eight, extension three-five-four.
⚫ For 0274-6429150
Say: the area code is 0274, and the (phone) number is 6429 150

Listening for Academic Purposes 13

Years
For the years, it is usually better to say them in pairs. Notice:
1300 BC thirteen hundred B.C. (before Christ)
AD. 1492 [A.D.] fourteen (hundred and) ninety two
1600 (the year of) sixteen hundred
1867 eighteen sixty seven
1902 nineteen oh two
1985 nineteen eighty five /ei/
1995 nineteen ninety five /ai/
2000 two thousand
2006 two thousand (and) six, or twenty oh six
2019 two thousand (and) nineteen, or twenty nineteen
14th C. the fourteenth century; 1300–1399
the 60s (the decade of) the sixties; the nineteen sixties; 1960–1969

Telling the Time

1) Classical System (the minutes are said first before the hour)
⚫ For the minutes: 15’ = a quarter, 30’ = a half
⚫ For exact time (00’), use “o’clock” after the hour.
⚫ Over 1 through 30 minutes use “past” after the hour.
⚫ Over more than 30 minutes use “to” before the next hour.
8.00 It’s eight o’clock.
9.15 It’s fifteen (minutes) past nine.
It’s a quarter past nine.
11.25 It’s twenty five (minutes) past eleven.
5.30 It’s thirty (minutes) past five.
It’s a half past five.
10.40 It’s twenty (minutes) to eleven.
12.45 It’s fifteen (minutes) to one.
It’s a quarter to one.

2) Digital System (more practical, reading the numbers in the order of the numbers)
8.00 It’s eight o’clock (sharp).
9.15 It’s nine…fifteen.
11.25 It’s eleven…twenty five.
5.30 It’s five…thirty.
10.40 It’s ten…forty.
12.05 It’s twelve…oh five.
15.35 It’s fifteen…thirty five.
22.10 It’s twenty two… ten.

⚫ Say AM before 12 midday (12.00)

⚫ Say PM from 12 midday until before midnight (00.00)
⚫ You can also use the other time expressions:
in the morning, in the afternoon, in the evening, at night

Listening for Academic Purposes 14

Money: Price and Costs
⚫ British money has 100 pence (100p) = 1 pound (£1) (after 1971)
The word pence is often shortened to “p”,
thus ‘ten pence’ is often said ‘ten p’.
£17.99 = seventeen pounds and ninety-nine pence
= seventeen (pounds) ninety-nine p
= seventeen (pounds) ninety-nine

⚫ American money has 100 cents (100¢) = 1 dollar ($1)

$59.25 = fifty nine dollars and twenty five cents
= fifty nine (dollars) twenty five

⚫ Indonesian money has 100 cents (100¢) = 1 rupiah (Rp1)

Rp12,359.35 = twelve thousand, three hundred and fifty nine rupiah, thirty five cents
= twelve thousand, three hundred and fifty nine rupiah, thirty five

Decimals and Percentages

We say each number in decimals individually after the point:
6.38 = six point three eight
75.753 = seventy five point seven five three
4368.23890 = four thousand three hundred and sixty eight point
two three eight nine oh

When a zero occurs before the point, we may say naught

0.46 = zero point four six
= naught point four six

Percentages is said as basic numbers:

25% = twenty five percent
150% = one hundred and fifty percent
26.5% = twenty six point five percent
14.33% = fourteen point three three percent

Listening for Academic Purposes 15

2. Ordinal Numbers

1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th 13th 14th
first, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth, eleventh,
twelfth, thirteenth, fourteenth …

21st 22nd 23rd 24th 31st 42nd 53rd 64th 720th 58,273rd
twenty first, twenty second, twenty third, twenty fourth, thirty first,
forty second, fifty third, sixty fourth, seven hundred and twentieth
fifty eight thousand, two hundred and seventy third

Ordinals are usually used for: Dates, Ranking items, Fractions

Dates
There are two ways of saying/reading the dates:
28-2-2006 = (the) twenty eighth of February, two thousand and six
= February (the) twenty eighth, two thousand and six

Mon, Aug 23 = Monday, August the twenty third

= Monday, the twenty third of August

Friday, 25 April 1919 = Friday, April the twenty fifth, nineteen nineteen

Tuesday, 31-12-1918 = Tuesday, the thirty first of December, nineteen eighteen

Tiara was born on Saturday.

Tiara was born on 6 June 2007. [the sixth of June two thousand and seven]
Tiara was born on June 6, 2007. [June the sixth, twenty oh seven]
Tiara was born in June.
Tiara was born in 2007.
Tiara was born at around midnight.
Tiara was born in Sleman.

Listening for Academic Purposes 16

Ranking Items

⚫ That country ranks first in the world competitiveness scoreboard.

⚫ The most expensive place to live in Europe is Oslo. In the world ranking it comes in
fifth position.
⚫ Paris is another expensive European city and comes in at seventh place in the world
ranking.
⚫ London is in tenth place – a dramatic move from the previous year when it was in
twenty-eighth place.
⚫ Surprisingly, Stockholm is cheaper than London and comes in at thirteenth position.
⚫ Dusseldorf and Lyon both come lower down at twenty-first position and Frankfurt is
in twenty-sixth place.
⚫ According to Dikti ranking, State University of Yogyakarta (UNY) has included in the
first ten, or the top ten, universities in Indonesia since 2018.
⚫ The first two children of my parents-in-law’s family are teachers.

Fractions
1 1
/3 = a third, /5 = a fifth, 3/5 = three fifths, 1/8 = an eighth, 2/7 = two sevenths
3
/17 = three seventeenths, or three divided by seventeen, or three over seventeen.
9 1/6 = nine and a sixth, or nine and one sixth

But for the most common fractions:

¼ = a quarter, ½ = a half, and ¾ = three-quarters or three-fourths
We’ll arrive at home in about 3½ hours. [three and a half hours]

Listening for Academic Purposes 17

Exc.6 Listen and circle the number you hear in each pair (a-j)

Exc.7 Don is checking messages on his voicemail. Listen and write the date and time of each
event.

Exc.8 Listen and answer the questions

1. How much does the woman pay for her room? _________
2. New students need to pay _________ to join
3. Garage width: __________ Height: __________
4. How much does the woman pay for the bus tickets? _________
5. The party date: __________________

Exc.9 Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.

Listening for Academic Purposes 18

Exc.10 Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.

Exc.11 Complete the form with no more than two words and/or a number for each answer.

City Bus Tour Booking Form

➢ Tour to be taken : 1 morning / afternoon / evening (circle the correct one)
➢ Number of passengers : 2 .

➢ Passenger name(s) :3 and 4 .

➢ Contact phone number : 5 .

➢ Living at :6 Hotel
➢ Bus tour time :7 .

➢ Tour date :8 Time: 9 .

➢ Tour ticket price : 10 .

Listening for Academic Purposes 19

Exc.12 Complete the form with no more than two words and/or a number for each answer.

Course Enrolment Form

➢ First Name :1 .

➢ Surname :2 .

➢ Address :3 , London
➢ Postcode :4 .

➢ Age :5 .

➢ Course :6 .

➢ Course start date :7 .

Exc.13 Listen and write NO MORE THAN THREE WORDS AND/OR A NUMBER for
each answer.

Listening for Academic Purposes 20

Exc.14 Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.

Group Trip to Tidborough

1. How far is it from the youth hostel to the city centre? ..

2. What is the website address of the youth hostel? ..

3. What event is taking place on March 22nd? ..

4. Who performs in the concert? ..

5. What exhibition starts on March 24th? ..

6. What will be closed in March? ..

7. What is the name of the excursion? ..

8. At what time does the train ride depart? ..

9. Where is it recommended to buy tickets? ..

10. How much is the regular price for a student? ..

11. How much is the group discount? ..

12. How many times will they have a break during the journey? ..

13. How long will the total time of the excursion be? ..

Exc.15 Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each.

JOB ENQUIRY
Example Answer
Work at : (a) restaurant .

➢ Name :1 Chin
➢ Type of work :2 .

➢ Work frequency : Three 3 or 12 hours per week

➢ Would need :a4 .

➢ Work in the :5 branch .

➢ The nearest bus stop : next to the 6 .

➢ Salary : 7£ an hour
➢ Extra benefits :
- a free 8 .

- extra pay when you work on 9 .

- transport home if you work 10 .

➢ Qualities required :
- a clear 11 .

- ability to 12 .

➢ Interview arranged for : Thursday 13 at 6 p.m.

➢ Bring the names of two 14 .

➢ Ask to meet : Samira 15 .

Listening for Academic Purposes 21

Exc.16 Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each.

Care for the community

Applicant Details
➢ Name :1 .

➢ Sex : Female
➢ Occupation :2 student at Brookfields University
studying on 3 Course (BA).
Contact Details
➢ Phone :4 .

➢ Email :5 @chatbox.co.uk
➢ Availability : up to 6 per week.
Other Information
➢ Reason for applying : would like 7 .

➢ Area of interest : children with 8 .

➢ Experience : has recently done similar work at a 9 .

and found it 10 p

➢ Perceived strength : Has excellent 11 .

Also listens well to people.

➢ 12 arranged for Wednesday 10th September.

Listening for Academic Purposes 22

Exc.17 Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each.

1. How long is the holiday the woman chooses? ..

2. The holiday begins on ..

3. She is registering herself and ..

4. There will be no more than people in the cycling group.

5. Each day, the group cycles on average.
6. Some of the hotels have a
7. None of the hotels have a
8. The holiday costs per person including flights.
9. If not including flights, the holiday only costs .
10. All foods are included except ..

11. It is essential to bring a ..

12. Discount is possible on equipment at www. .com

13. It is possible that the may change in bad weather.
14. Guided tour of a has been booked.

Listening for Academic Purposes 23

4 GETTING READY TO LISTENING TO LECTURES

There are many situations where you will listen to somebody else in a university or
asking someone to help you do something that you don’t know very well about. In any case,
you will listen to different types of speakers and for different purposes. Some of the
situations may be academic, such as listening to a lecture, discussing with a friend in a class
to do an assignment, asking a tutor to help you out with the materials, etc.; while some
others not, such as listening to a friend telling you about his/her holiday, asking a friend the
best way to get to a certain building or classroom in campus, buying a bus ticket, talking to
some friends in a café, etc.
In some situations you will listen to only one person speaking for quite a long time
while in other situations you will listen to two or even a group of people speaking or
discussing something. You will also listen for quite a variety length of time and for different
reasons. The different reasons for listening at university can be categorized as:
1. General listening: informal conversations, listening for specific information in social
situations, listening for advice from non-academic university staff, and so on.
2. Academic listening: intensive listening for quite long periods of time to develop your
understanding of a topic, listening to explanations of assignments, listening to topics
being discussed in seminars, listening to your lecturers in tutorials, etc.

Exc.1 Listen to four chunks dialogs or talks. Write in what possible situation you are
listening to each extract.

1. ……………………………………………………………………………………….
2. ……………………………………………………………………………………….
3. ……………………………………………………………………………………….
4. ……………………………………………………………………………………….

Exc.2 Listen again to the four chunks. Write as many words or phrases as possible in each
extract that help you decide what the situation is.

1. ……………………………………………………………………………………….
……………………………………………………………………………………….
2. ……………………………………………………………………………………….
……………………………………………………………………………………….
3. ……………………………………………………………………………………….
……………………………………………………………………………………….
4. ……………………………………………………………………………………….
……………………………………………………………………………………….

Listening for Academic Purposes 24

Exc.3 Look at the pictures. Below each picture, write down what the professor and/or
students are doing. Then answer the questions below.

Think about what the students are doing in each picture.

4. What are the goals of the students in picture 1? ………………………………………..

5. What are the goals of the students in picture 2? ………………………………………..

6. What are the goals of the students in picture 3? ………………………………………..

Listening for Academic Purposes 25

Read the handout given by a lecturer to her students.

Exc.4 Answer the questions below based on the reading above.

1. What will the students learn in this course?

______________________________________________________________________
2. What is the grading policy for this course?
______________________________________________________________________
3. What does attendance include?
______________________________________________________________________

Listening for Academic Purposes 26

Exc.5 Match the vocabulary from the reading with their definitions. There are more
definitions than the words/phrase, so some definitions are not used.

1. syllabus a. what you think or hope will happen

2. objective b. one of the parts of a whole system, machine, or plan

3. assignment c. a lecturer’s plan for a course

4. participate d. a goal or purpose

e. a long talk about an overview of a certain topic or
5. class discussion
issue given to a group of people, usually students
f. a piece of work that a lecturer requires his or her
students to do
g. to be an active player in doing something
h. the students of a class talking about a topic related to
their classwork

Find the words/phrases from the reading text to the other three definitions that are not used.

To help you get ready to learn new information and listen more actively, think
about what the professor might discuss in the lecture. Think about everything you
already know about the topic from the syllabus that you have read and make a
prediction about what the professor will discuss.

Exc.6 Listen to the lecture and take notes. You may add any information that you think
might be necessary from the lecture. There will be questions based on the lecture.

Listening for Academic Purposes 27

What is a lecture?

A lecture is a talk given by a subject expert on a particular topic. The subject

expert is usually called a lecturer. A lecture often takes place in a large room or
lecture hall as is attended by students either in small or in large number,
sometimes hundreds. The lecturer will talk about a particular topic and the
students will usually take notes. A lecture normally lasts quite a long time: 20
minutes, 30 minutes, sometimes may be up to 45 minutes or even an hour.

What is the purpose of a lecture?

Lectures are talks which give students a general overview of a topic. For example,
a lecture on the anatomy of the brain will give you general information about the
parts which make up the brain. Similarly, a talk on translation ethics will give you
general information on what ‘translation ethics’ means along with information on
current ideas on the topic. A lecture is meant to be an overview. It is up to you to
research the topic in detail both before and after the lecture. The lecture is
intended to give you a starting point for further study.

Exc.7 Listen to two lecturers speaking about lecturing, and answer the questions:
1. Lecturer 1
a. He’s been a lecturer for ……………………………….
b. In his first lecture, there were ………………… students.
c. How did he feel at that first time? ……………………………….
d. What mainly cause changes to the way he gave lecture? ……………………………….
e. What did he used first to show students the details? ……………………………….
f. At present he uses ………………………………………… to show things to students.
g. What is his field of study? ……………………………….

2. Lecturer 2
a. What is her field of study? ……………………………….
b. What is the capacity of the room? ……………………………….
c. What is available at the front? ……………………………….
d. What does she bring to help the students make notes? ……………………………….
e. What does she compare lectures to? ……………………………….
f. Students can ask questions in ……………………………… to get more explanation.

Listening for Academic Purposes 28

Exc.8 Listen to the following sentences and complete the missing words/phrases

1. The lecture was about ……………………. Unfortunately, I didn’t understand much

because I have no …………………….
2. University study is absolutely …………………… from school. In university study, you
have to manage ……………………
3. I hate studying …………………… because after each …………………… I must write
up the ……………………
4. The slide shows how the concept of …………………… which was described by the
…………………… can interact with our daily life in ……………………

Exc.9 You will see the second part of a short movie. Take notes about the following points:

A. There are two common pronunciation traps, i.e.:

1. ……………………………………………e.g.: …………………………………….
2. ……………………………………………e.g.: …………………………………….
B. You should learn primarily with your ……………… rather than your ……………….
There are several ways to do this:
1. Listen to ……………………… rather than read the printed version.
2. Listen to …………………… and watch ……………………… as much as possible.
3. Work more with the ……………………… than the course book itself.
4. Check the ……………………… of new words that you read but never heard.

The difficulty of listening to lectures

As English is not your first language, lectures in English can seem very
challenging. However, you can develop techniques or strategies to help you focus
your listening. All of the following problems can be solved with careful planning.
1. You need to be prepared to listen for a long time, so you should develop a good
attention span.
2. Your lecturers will have different accents, and some may speak quickly, some
others slowly. Some will be easier to understand than others. Some may repeat
themselves, or speak too quietly, or be unclear.
3. The terminology will sometimes be unfamiliar. Often very subject-specific
vocabularies are used.
4. It can be easy for you to lose the path of a lecture and not understand how one
part links to another.

Listening for Academic Purposes 29

Exc.10 Look at the solutions below and match them to the problems 1–4 above.

Solutions:
A. Record the lecture.
Swap notes with another student to check understanding.
Meet with fellow students to discuss the key points of the lecture.
B. Listen to long stretches of speech like the radio or online talks.
Make sure you reposition yourself to keep focusing.
Sit up straight.
C. Highlight in your notes where you have got lost or not understood, then complete these
later with help (of a friend notes, or your recording, or reading references).
Remember that you do not need to write down every word
D. Find out the lecture topic beforehand.
Find and translate the key terms.
Read around the topic of the lecture before you go.

Exc.11 You will see part of a short movie. Take notes about the following points:

1. Write the number 18725 in the new numeric system: …………………………….

2. Knowledge is constructed as a result of the ………………………………………,
and not ………………………… from the teacher to the students.
3. SOLO stands for …………………………………………………………………….
4. There are 5 levels of the SOLO taxonomy based on the ……………….. to obtain
them.
5. SOLO level 1 is: ……………………… with the ability to: …………………………
………………………………………….…………………………………………….
6. SOLO level 2 is: ……………………… with the ability to: …………………………
………………………………………….…………………………………………….
7. SOLO level 3 is: ……………………… with the ability to: …………………………
………………………………………….…………………………………………….
8. SOLO level 4 is: ……………………… with the ability to: …………………………
………………………………………….…………………………………………….
9. SOLO level 5 is: ……………………… with the ability to: …………………………
………………………………………….…………………………………………….
10. SOLO levels 2 and 3 are called ………………………………………………….
11. SOLO levels 4 and 5 are called ………………………………………………….
12. Now, write the number 5463291 in the new numeric system: …………………….

Listening for Academic Purposes 30

Building the background knowledge
Exc.12 Read the article below and answer the questions that follow.

1. What is one change in the way that women spend money?

2. What causes the woman to be the biggest consumers of electronic products?
3. What is one interesting development in the electronics industry today?
4. What is one implication of the fact that women spend so much in electronics?
5. What do electronics marketers want to find out about women?
6. What does each of the bold words/phrases mean? You may consult your dictionary.

Listening for Academic Purposes 31

The Structure of a lecture
In the beginning of a lecture, the speaker usually tells you the topic, or what the
lecture is going to be about. He/she also gives you the “big picture” --- the
general plan, or the structure, of the lecture. The big picture is an overview of
how the lecturer will present the material, lie a map of the lecture. You need to
listen for the words or expressions that lecturers use to indicate the topic. Also
listen for the words or expressions that the lecturers use to indicate the “big
picture”.

Some expressions that signal the topic of a lecture: (Can you add some others?)
Our topic today is … Let’s go back to our discussion of …
We’ll be talking about … Let’s continue our discussion of …
What I want to talk about today is … ……………………………………….
We’ll be discussing … ……………………………………….
We’re going to look at … ……………………………………….

Some expressions that signal the structure of a lecture: (Can you add some others?)
First, we’ll look at __________ and then we’ll move on to look at __________
I’m going to cover __________ and then __________
We’ll discuss several reasons for __________
I’m going to give you a few examples of / a few types of __________
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………

Exc.13 Listen to the introductions of three different lectures. First, listen and write down
expressions used to show the topic and the topic of the lecture itself. Then, listen
again and write down the expressions used to show the big picture and write the
structure of the lecture.

1. Expression that signal the topic: …………………………………………………………

Topic : ……………………………………………………………………………………
Big picture expression: ……………………………………………………………………

2. Expression that signal the topic: …………………………………………………………

Topic : ……………………………………………………………………………………
Big picture expression: ……………………………………………………………………

3. Expression that signal the topic: …………………………………………………………

Topic : ……………………………………………………………………………………
Big picture expression: ……………………………………………………………………

Listening for Academic Purposes 32

5 NOTE-TAKING STRATEGIES
During a lecture, you do not have time to write down every word that a lecturer
says. Therefore, write down only the most important words, the words that have
the most meaning in the lecture. But make it in such a way that it is still
understandable and meaningful, at least to you, to be able to revise later on.
The most important words are the content words: nouns, verbs, adjectives,
adverbs, and negatives. The unimportant words are usually the structural
words: pronouns, helping verbs, determiners, prepositions, and conjunctions.
Read the transcript below, then look at one student’s notes from the lecture. What words in
the lecture that are not used in the note?
Our topic is trends in gender and spending. New trends are in the
electronics industry. Marketers and advertisers want to know the kinds of
electronics women are buying and the electronic products men are buying.

Exc.1 Now listen to the lecture and take notes. Be sure to write the most important words
or information from the lecture.

Listening for Academic Purposes 33

Exc.2 You will see the end part of the short movie. Answer each of the questions below
with NO MORE THAN TWO WORDS:

1. The main question is how to get the students activity to match the teacher’s
…………………………….
2. The answer to the question above is …………………………………………
3. It is important that the exam measures ………………………what the teachers want
the students to do.
4. In an unaligned course, students will deal only with the test, ………………… the
teacher’s intention.
5. In an aligned course, students will have no ……………………, so students will do
what are expected by the teacher, to get along well with the course.
6. The highest (level 3) teacher has the ………………………………… focus.
7. Good teaching will get most students to use the higher level of …………………
processes.

The Constructive Alignment

Constructive alignment is a form of outcomes-based education that focuses on
teaching, learning and assessment at the classroom level. All good teachers are
concerned with what learning outcomes their students attain, but in constructive
alignment we are concerned that all teachers, not just the good ones, design their
teaching in order to achieve those outcomes, the “intended learning outcomes”,
that is what the student should be able to do after the process of learning, the
abilities that they couldn’t do before.
If the students are intended to “apply” a principle to a given situation, giving a
lecture on applying that principle is not really the point, but getting the students
to do the applying themselves is precisely the point. For instance, they could be
required to carry out a case study. “What the student does is actually more
important in determining what is learned than what the teacher does”
(Thomas Shuell, 1986).
Thus we see that alignment throughout the system is based on the relevant
constructive student activity. In this “apply” example, the intended learning
outcome, the teaching-learning outcome, and the assessment task are all focused
on that single verb “apply”. We have woven a constructive web from which
students would find difficulty in escaping without learning.

Listening for Academic Purposes 34

Exc.3 Listen to a presentation about the history of coffee. Use ONE WORD for each.

The history of coffee

First, coffee was drunk in 1 world (but almost no evidence

before the 1500)
❖ Small-scale trade in wild coffee gathered from bushes in 2 .
❖ 1522: Coffee was approved in the Ottoman court as a type of 3 .
❖ In social life coffee was drunk at 4 as well as in coffee houses.
❖ 1623: In Constantinople, the ruler ordered the 5 of every
coffee house.
Coffee spreads to 6 (17th century)
❖ Men came to coffee shops to share and discuss their 7 .

❖ Therefore, coffee shops were compared to 8 .

❖ Coffee houses play an important part in social and 9 changes.

Coffee Spread around the world helped by European 10 .
❖ European powers established coffee 11 in their colonies.
❖ Types of coffee were often named according to the 12 they
came from.
❖ In Brazil and the Caribbean, most cultivation depended on 13 .
❖ In Java, coffee was used by the Dutch as a form of 14 .
❖ Coffee became almost as important as 15 .
❖ But coffee 16 were not yet low enough to be brought home.
❖ The move towards the consumption of 17 in Britain which
originated from China did not also take place in the USA.
Coffee in the 19th Century
❖ Prices dropped because of improvements in 18 .
❖ Industrial workers found coffee helped them to work at 19 .
❖ Coffee is then drunk as a 20 to work longer hours.

Listening for Academic Purposes 35

Exc.4 Listen to a talk about how to choose flooring materials

Questions 21–27 Complete the notes below.

Write NO MORE THAN TWO WORDS for each answer.

How to Choose Flooring Materials

Source
21 There are some man-made materials like .
22 Before being used, material undergoes .
23 Wood should be cut and .
24 Stone should be cut and .

Selection
25 Aside from environmental factors, one should take into account
during construction.
26 Some properties of materials affect mood, such as , texture, and
colour.
27 Use a mathematical formula to choose the type of wood, because
are subjective, which are ambiguous in verbal description.

Questions 28–30 Complete the table below.

Write NO MORE THAN TWO WORDS AND/OR A NUMBER for each answer.

Material Reflectance Rate

Polished silver Almost 1.0

White-painted plastic Approximately 28 .

Quarry tile Approximately 29 .

30 . Almost 0.0

Listening for Academic Purposes 36

Exc.5 Listen to a lecture about Cochlear implants. Pay attention to the instructions.

Listening for Academic Purposes 37

Exc.6 Listen to a lecture about episodic memory. Answer each with ONE WORD only.

EPISODIC MEMORY
❖ is the ability to recall details, e.g. the time and 1 of past events
❖ different from 2 memory, which is the ability to remember factual
general information about the 3 , which does not involve
recalling 4 information

Forming episodic memories involves three steps:

Encoding
❖ involves process of receiving and 5 information
❖ the more 6 given to an event, the more successfully it can be
encoded
❖ to remember a 7 , it is useful to have a strategy for encoding
such information
Consolidation
❖ how memories are strengthened, 8 , and stored for later retrieval
❖ most effective when memories can be added to a 9 of related
information
❖ the 10 of retrieval affects the strength of memories
Retrieval
❖ depends on semantic, olfactory, 11 and visual factors
❖ memory retrieval often depends on using a prompt, e.g. the 12 .

of an object near to the place where you left your car

Episodic memory impairments

❖ these may affect people’s 13 with a wide range of medical conditions
❖ computer games which stimulate the 14 have been found to help
people with schizophrenia
❖ children with autism may have difficulty forming episodic memories – possibly
because their concept of 15 may be absent.
❖ memory treatment may help autistic children develop 16 skills

Listening for Academic Purposes 38

6 NOTE TAKING PRACTICE

As it is important to keep the information given or shared in academic forums (such

as lectures, seminars, speeches, discussions, etc.) for future reference or later use, it is
necessary for you to be able to take notes while listening to the speakers. Note taking is also
a skill that can be learned by lots of practice, so, make sure you do it a lot to improve your
ability.
Some things to consider in taking notes while listening to lectures or other academic
speech:
1. Do not write every word, because it is impossible. You won’t have enough time to, and
you cannot follow the speed of the talk. Write down words that have the most meaning.
2. It is a good idea to shorten the words to save time in note taking. For example, just write
esp for especially, tho (though/although), sem (semester), mol (molecule/s), temp
(temperature), lct (lecture), lctr (lecturer), mu-inst (musical instrument/s), etc. You can
create your own. Soon after the lecture ends, read again your notes and give explanation
to the short forms to make sure you will not forget it for future use.
3. If the topic is already clear, you may abbreviate the well-known expressions, such as
GBR for Great Barrier Reef, CJ (cool jazz), MD (Miles Davis), V (Venus), M
(Mercury), etc. Again, add notes to explain the meaning soon after the lecture.
4. Your notes should give you an accurate record of the ideas in the lectures, and show you
how different points are related to each other. Organizing your notes in an outline form
(using indentation, line and arrows, etc.) will help you remember which information is
most important and which is related but less important, such as examples, definitions,
dates, cause-effect, conflicting arguments, etc.
5. In note taking, it is also common to use symbols to replace words.
= is/are + and/also & and
≠ is/are not ± more or less, about ↑ increase, rise, go up
→ to, become, result in ← (come) from, result from ↓ decrease, fall, go down
≈ approximately < smaller/less than > more/bigger than
♀ woman, female ♂ man, male # number
w/ with w/o without || (to mark importance)
6. Mind mapping is also a good way in taking notes.
7. As with other skills, You need to practice, practice, practice…

Listening for Academic Purposes 39

Exc.1 Listen to a lecture in a music class. Fill in the diagram.

1. What is the main topic of the lecture?

2. What is the main idea of the lecture?
3. Complete the summary below:

Exc.2 Listen to a lecture in a geology class. Fill in the diagram.

1. What is the lecture mainly about?

2. What aspect of diamonds does the professor discuss?
3. Complete the summary below:

Listening for Academic Purposes 40

Exc.3 Listen to a conversation between a student and a professor. Fill in the diagram.

1. Why does the student go to the professor?

2. What are the speakers mainly discussing?
3. Complete the summary below:

Listening for Academic Purposes 41

Exc.4 Listen to a lecture in an astronomy class. Fill in the diagram.

1. What is one characteristic of planet Mercury?

2. What does the thick cloud of sulfur dioxide around Venus do?
3. Why is Venus so hot?
4. Complete the summary below:

Exc.5 Listen to a lecture in a botany class. Fill in the diagram.

1. What is one function of cell walls?

2. What is one difference between plant cells and animal cells?
3. What gives a plant its green color?

Listening for Academic Purposes 42

4. Complete the summary below:

The teacher is discussing the differences between plant and animal cells. Animals
have _____________ to give their bodies shape and structure. Plant cells have cell
walls to provide shape and structure. The cell walls are _______________ structures
around the cell _______________. They give cells support and stop harmful substances
from getting in. Plant cells also contain _______________ called chloroplasts which
________________ sunlight. They use this light along with water and carbon dioxide to
make food for the plant.

Exc.6 Listen to a short lecture about celebrities and the brain. Complete the sentences with
information from the lecture.
1. When people see a celebrity, ………………………………………………………….
2. The brain feels pleasure from …………………………………………………………
3. In the past people felt pleasure from seeing …………………………………………..

Exc.7 Listen to the lecture and take notes (here or on another piece of blank paper). Then
answer the following questions.

1. Why did Professor Levine want to conduct the study?

2. What three factors did the researchers look at and assess?
3. What are the five places where life during the workday is fastest?
4. What are the slowest?
5. What are five factors that places with the fastest pace have in common?

But before listening to the lecture, read the text first to get some insights about the topic.

Listening for Academic Purposes 43

Exc.8 Read the text below

Answer the questions below based on the reading above.

1. What does “time urgency” mean?

______________________________________________________________________
2. What are three locations that people consider when thinking about the pace of their
lives?
______________________________________________________________________
3. According to the researcher, which is better, a fast or slow pace of life?
______________________________________________________________________

Listening for Academic Purposes 44

Exc.9 Understand the vocabularies. Then listen to the lecture and take notes. Using your
notes, answer the questions that follow.
ancestor descendant gene outbreak
plague bubonic plague strike survive
victim mutation delta32

1. What is the lecture mainly about? people survived the plague

2. What directly caused the plague in humans?
3. What is the main topic of the lecture? The effect of a genetic mutation
4. How do scientists know that some 14th century Europeans possessed delta 32? testing desc
5. How did the gene protect some survivors from the plague? Preventing it from coming into cells

Exc.10 Understand the vocabularies. Then listen to the lecture and take notes. Using your
notes, answer the questions that follow.
alternative backtrack estimate evidence
ice age migration strait suspect
Monte Verde sail Alaska

Listening for Academic Purposes 45

1. What is the lecture mainly about? How the first people came to Americas
2. Where can you see the Bering Strait land bridge now?
3. Where was the oldest civilization found in American continent?
4. How did the first people come to America? By boat from Asia
5. Who used the Bering Strait land bridge to go to America?

Exc.11 Understand the vocabularies. Then listen to the lecture and take notes. Using your
notes, answer the questions that follow.
amendment complicate deny full time
application rent status tuition
paperwork reactivate attachment prove

1. Why does the student visit the financial aid advisor? To submit a new application for aid
2. What is the main idea of the conversation? How to correct the woman’s file
3. Why does the student require assistance? o she can afford to go to school full time
4. Why does the student need to fill out the extra paperwork? prove parents not support financially
5. What does the advisor say he’ll do for the woman? Make an amendment to her file

Listening for Academic Purposes 46

Exc.12 Read and understand the vocabularies. Then listen to the lecture and take notes.
Using your notes, answer the questions that follow.
basic needs bath dish pan cement bowl
frost-crust feed winter late autumn accessible
raised pests nourish hard-boiled biscuits
vulnerable ready-made d-i-y dull colour hollow
proximity chicks

1. What is the speaker talking about?

2. What are the three basic needs of birds?
3. What can you say about the bath you make for the birds?
4. Why is it difficult for birds to get food in winter?
5. How to avoid the pests from taking to birds’ food?
6. What points to consider when making a birdhouse?
7. What kind food is suitable for feeding the birds?
8. Why is it necessary to keep birdhouses close to one another?
9. When do birds usually occupy the birdhouses?

Listening for Academic Purposes 47

Exc.13 Read and understand the vocabularies. Then listen to the lecture and take notes.
Using your notes, answer the questions that follow.
hazardous emission discharge environment acidified
toxic waste dispose ecology fallout
haze pollutant natural corrode algae
smog contaminate resource fume upstate
corrosion ecosystem precipitation emission vulnerable
level off adverse attribute glacier airborne

Read the text and discuss the questions that follow.

Listening for Academic Purposes 48

Exc.14 Listen to a lecture about Acid Rain and take notes.

definition

causes
Nitrogen sources

Sulfur sources

effects
on aquatic ecosystem

on forests

on architectural structures

on health

conclusion

Listening for Academic Purposes 49

Use your notes to answer the following questions
1. When nitrogen is released into the atmosphere, it combines with ………………. and
…………………….. to become…………………..
2. Where does the nitrogen in acid rain come from? In what percentages?
3. Where does the sulfur in acid rain come from? In what percentages?
4. True or false?
a. Acid rain refers only to rain that contains a high level of acid.
b. Acid rain is particularly the United States’ problem.
c. Theoretically, pure rain has a Ph of 1.4.
d. Lakes affected by acid rain always look unhealthy.
e. Threes are affected by acid rain because it destroys their roots.
f. Scientists have found a direct cause/effect relationship between acid rain and illness.
g. Acid rain has always occurred at the current levels.
h. It is only at the current time that we have become aware of its dangers.
5. Complete the missing words.

The talk is about the effect of acid rain on lakes in southern Norway. The fish, in
particular, semed to be (a)___________________ to the acid rain. For example, in a
33,000 sq .km. area, there were definite (b)___________________ on the fish
population. In a 13,000 sq .km. area, all the fish died. Scientists
(c)___________________ the death of the fish into two factors: the direct effect of the
acis, and the fact that acid rain causes (d)___________________ from the surrounding
soil to enter tha lake, killing the fish because it is (e)___________________ to fish. The
death of these fish has had an effect on the (f)___________________ of the area
because animals are losing an important (g)___________________ of food.

Listening for Academic Purposes 50

7 UNDERSTANDING CONTEXT AND NEW TERMS

In introducing new terminologies, speakers or lecturers may use one or combination of the
following things:
➢ give definitions;
➢ provide a number of extended examples;
➢ explain how the term or concept works;
➢ contrast the new concept with a concept that is already familiar to the audience.

Exc.1 Listen to the extract and make notes on the extended example. The lecturer is
explaining the idea of embedded words.

Extended example:

How would you define “embedded words”?

Think of at least two other examples of embedded words.

Exc.2 Listen to the extract and complete the table.

Using your notes from the table, explain fully what the term regulations and directives mean.

Listening for Academic Purposes 51

Exc.3 Listen to the extract and complete the diagram below.

Listening for Academic Purposes 52

Exc.4 Listen and take notes, and use your notes to help you answer the following questions.

Listen to Rec 01. 

1. What is Bode’s Law?
 A law of gravitation
 An estimate of the distance between Mars and Jupiter
 A prediction of how many asteroids there are
 A pattern in the spacing of the planets

2. Why does the professor explain Bode’s Law to the class?

 To describe the size of the asteroids
 To explain how the asteroid was discovered
 To explain how gravitational forces influence the planets
 To describe the impact of telescopes on astronomy

3. How does the professor introduce Bode’s Law?

 By demonstrating how it is derived mathematically
 By describing the discovery of Uranus
 By drawing attention to the inaccuracy of a certain pattern
 By telling the names of several of the asteroids

4. According to the professor, what two factors contributed to the discovery of the Asteroid
Ceres?
Click on two answers.
 Improved telescopes
 Advances in mathematics
 The discovery of a new star
 The position of Uranus in a pattern

5. What does the professor imply about the asteroid belt?

 It is farther from the Sun than Uranus
 Bode believed it was made up of small stars
 It is located where people expected to find a planet
 Ceres is the only one of the asteroids that can be seen without a telescope

6. Listen again to part of it. Then, answer the question. 1a

 To introduce an alternative application of Bode’s Law
 To give an example of what Bode’s Law cannot explain
 To describe the limitations of gravitational theory
 To contrast Bode’s Law with a real scientific law

Listening for Academic Purposes 53

Listen to Rec 02. 
7. What aspect of Manila hemp fibers does the professor mainly discuss in the lecture?
 Similarities between cotton fibers and Manila hemp fibers
 Various types of Manila hemp fibers
 The economic importance of Manila hemp fibers
 A use of Manila hemp fibers

8. What does the professor imply about the name “Manila hemp”?
 It is a commercial brand name
 Part of the name is inappropriate
 The name has recently changed
 The name was first used in the 1940’s

9. Why does the professor mention the Golden Gate Bridge?

 To demonstrate a disadvantage of steel cables
 To give an example of the creative use of color
 To show that steel cables are able to resist salt water
 To give an example of a use of Manila hemp

10. According to the professor, what was the main reason that many ships used Manila hemp
ropes instead of steel cables?
 Manila hemp was cheaper
 Manila hemp was easier to produce
 Manila hemp is more resistant to salt water
 Manila hemp is lighter in weight

11. According to the lecture, what are two ways to increase the strength of rope made from
Manila hemp fibers?
Click on two answers.
 Coat the fibers with zinc-based paint
 Combine the fibers into bundles
 Soak bundles of fibers in salt water
 Twist bundles of fibers

12. Listen again to part of it. Then, answer the question. 2a
 To tell the class a joke
 To apologize for not completing some work
 To introduce the topic of the lecture
 To encourage students to ask about her trip

Listening for Academic Purposes 54

Listen to Rec 03. 
13. What is the main topic of the lecture?
 The size of root systems
 Various types of root systems
 The nutrients required by rye plants
 Improving two types of plant species

14. According to the professor, why did one scientist grow a rye plant in water?
 To expose the roots to sunlight
 To be able to fertilize it with gas
 To be able to see its entire root system
 To see how minerals penetrate its roots

15. The professor mentions houseplants that receive too much water. Why does she mention
them?
 To show that different types of plants grow in water
 To explain why plants grown in water should have a gas bubbled through them
 To remind the students of the importance of their next experiment
 To make a point about the length of houseplants’ roots

16. According to the professor, what similarity is there between crabgrass and rye plants?
 Both start growing in the month of May.
 Both have root systems that require a lot of water
 Both have more shoot surface than root surface
 Both produce many shoots from a single seed

17. Listen again to part of it. Then, answer the question. 3a
 She wanted to correct the wording of a previous statement.
 She wishes she did not have to bubble gas through it.
 She realized the odor of gas could be unpleasant.
 She forgot to tell the students about a step in the experiment.

18. Listen again to part of it. Then, answer the question. 3b
 Why a mistake made in textbooks was never corrected
 Why she does not believe that the roots of rye plants extend to 1,000 km
 How the roots of rye plants grow to such a great length
 How plants grown in water make use of fertilizer

Listening for Academic Purposes 55

Listen to Rec 04. 
19. What is the lecture mainly about?
 The layers of the human body
 A way of categorizing people’s personalities
 The west kind of exercise for different body types
 How students can identify their own body types

20. What do biologists use to divide the body into the layers?
 The amount of fat in each type of tissue
 The origins of the different cells
 The type of personality in which each area is dominant
 The kind of activity with which the tissues are associated

21. Which of the following are characteristics of an ectomorphic body?

Click on two answers
 Lack of fat
 Strong bones
 Low muscle development
 Enlarged stomach

22. What will the professor discuss next?

 Problems with Sheldon’s theory
 The questions Sheldon used in his interviews
 A newer theory of personality types
 Studies that have tested Sheldon’s theory

23. Based on the information in the lecture, indicate whether the following are characteristics
of the mesomorphic or endomorphic personality type.

Mesomorphic Endomorphic
Seeks ways to fulfill
appetites
Friendly and outgoing
Reacts to situations
physically
Physically inactive
Attacks problems
without planning

24. Listen again to part of it. Then, answer the question. 4a
 The layers of the body do not include the bones.
 Most people are familiar with the categories.
 Scientists have recently changed their thinking.
 The mistake is understandable.

Listening for Academic Purposes 56

Exc.5 Listen and take notes, then answer questions 29-34, 35-39, 40-45, 46-51

29.

30.

31.

32.

33.

34.

35.

36.

Listening for Academic Purposes 57

37.

38.

39.

40.

41.

42.

43.

44.

45.

Listening for Academic Purposes 58

46.

47.

48.

49.

50.

51.

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Exc.6 Pre-Lecture Reading and Discussion

Listening for Academic Purposes 60

Now listen and watch to the lecture. Take notes.

Archeological dating methods

1. Dendrochronology

2. Carbon-14 dating method

Recent advances in C-14 dating:

Limitations:

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Exc.7 Pre-Lecture Reading and Discussion

2. Judging from the graphics, what Amnesty International does?

Listening for Academic Purposes 62

Now listen and watch the lecture, and take notes.

The 8 Principles underlying AI’s activities and success:

ANSWER KEY:

29. C 35. B 40. A 46. C

30. B 36. A-C 41. D 47. B
31. A 37. A 42. D 48. B
32. D 38. A 43. D 49. A
33. C 39. D 44. B-D 50. B
34. B ➢ 45. B 51. B

Listening for Academic Purposes 63

8. COMPARING INFORMATION

Exercise 1: Read the information 1-5 and compare to the information from the recorded
audio. Take notes while listening. See if there is any difference of information from the
written text and the oral text. Compare also what information is not available in the reading.

Reading 1 : Languages of Switzerland

Source: https://en.wikipedia.org/wiki/Languages_of_Switzerland

The four national languages of

Switzerland are German, French,
Italian and Romansh.[3] All but
Romansh maintain equal status as
official languages at the national level
within the Federal Administration of
the Swiss Confederation.[4] In some
situations, Latin is used, particularly
as a single language to denote the
country.

In 2017, the population of

Switzerland was 62.6% native
speakers of German (58.5% speak
Swiss German and/or 11.1% Standard German at home); 22.9% French (mostly Swiss
French, but including some Arpitan dialects); 8.2% Italian (mostly Swiss Italian, but
including Lombard dialects); and 0.5% Romansh.[5] The German region (Deutschschweiz) is
roughly in the east, north and center; the French part (la Romandie) in the west and the
Italian area (Svizzera italiana) in the south. There remains a small Romansh-speaking native
population in Graubünden in the east. The cantons of Fribourg, Bern and Valais are
officially bilingual; the canton of Graubünden is officially trilingual.

The main languages of Swiss residents from 1950 to 2015, in percentages, were as follows:

Year German French Italian Romansh Other

2015 63.0 22.7 8.4 0.6 5.3
2000 63.7 20.4 6.5 0.5 9.0
1990 63.6 19.2 7.6 0.6 8.9
1980 65.0 18.4 9.8 0.8 6.0
1970 64.9 18.1 11.9 0.8 4.3
1960 69.4 18.9 9.5 0.9 1.4
1950 72.1 20.3 5.9 1.0 0.7

In 2012, for the first time, respondents could indicate more than one language, causing the
percentages to exceed 100%.[6]

Listening for Academic Purposes 64

Reading 2: Women's Suffrage
Source: https://www.infoplease.com/us/gender-sexuality/womens-suffrage

When and where did women earn the right to vote?

Learn the year in which women's suffrage was granted, organized by year. New Zealand was
the first country to allow women to vote (in 1893), while the King Abdullah of Saudi Arabia
granted women the right to vote in 2011. The United States finally began allowing women
to vote in 1920, after the ratification of the 19th Amendment to the Constitution.

• 1893 New Zealand

• 1902 Australia1
• 1906 Finland
• 1913 Norway
• 1915 Denmark
• 1917 Canada2
• 1918 Austria, Germany, Poland, Russia
• 1919 Netherlands
• 1920 United States
• 1921 Sweden
• 1928 Britain, Ireland
• 1930 South Africa3 Saudi women vote for the first time
Source: AP
• 1931 Spain
• 1934 Turkey
• 1944 France
• 1945 Italy
• 1949 China
• 1950 India
• 1957 Malaysia, Zimbabwe
• 1964 Libya
• 1967 Ecuador
• 1971 Switzerland
• 2005 Kuwait
• 2006 United Arab Emirates
• 2011 Saudi Arabia4

NOTE: One country does not allow their people, male or female, to vote: Brunei.
1. Australian women, with the exception of aboriginal women, won the vote in 1902. Aborigines, male and
female, did not have the right to vote until 1962.
2. Canadian women, with the exception of Canadian Indian women, won the vote in 1917. Canadian Indians, male
and female, did not win the vote until 1960. Source: The New York Times, May 22, 2005.
3. South African women won equal voting rights in 1930; however, the voting was restricted to just white people
until limited suffrage was offered to other non-black racial groups in the 1950s. Black citizens would not
have full voting rights until the end of Apartheid in the 1990s.
4. King Abdullah issued a decree in 2011 ordering that women be allowed to stand as candidates and vote in
municipal elections, but their first opportunity did not come until Dec. 2015, almost a year after the king's
death in January.

Listening for Academic Purposes 65

Reading 3: Average Household Size in US
Source: https://www.arcgis.com/home/item.html?id=db2ab608ba0a473d9731d87fa215cb8b

The average American

household consisted of
2.53 people in 2018. As
shown in the statistics,
the number of people
per household has
decreased over the past
decades. In 2017 it is
2.6 people per
household. It is
calculated by dividing
the household
population by total
households.

According to the U.S. Census Bureau, a family is a group of two people or more (one of
whom is the householder) related by birth, marriage, or adoption and residing together; all
such people (including related subfamily members) are considered as members of one
family.
As of 2018, the U.S. Census Bureau counted about 83.09 million families in the United
States. The average family consists of 3.14 persons in 2018, down from 3.7 in the 1960s.
This is reflected in the decrease of children in family households overall. In 1970, about 56
percent of all family households had children under the age of 18 living in the household.
This percentage declined to 41.4 percent in 2017.
The average size of a family household varies greatly from state to state. The largest average
families can be found in Utah and Hawaii, with an average of 3.63 and 3.6 members
respectively. The smallest families can be found in North Dakota and Vermont, with an
average size of 2.94 and 2.93 members respectively.

Listening for Academic Purposes 66

Reading 4: Venus and Mercury
Source: https://www.universetoday.com/22153/venus-and-mercury/

Venus and Mercury are the two planets that orbit closest to the Sun. Mercury orbits at an
average distance of 58 million km, while Venus orbits at a distance of 108 million km.
Mercury takes 88 Earth days to complete an orbit, and Venus takes 225 days to orbit the
Earth.

And as you’d probably guess, Venus and Mercury are the two hottest planets in the Solar
System, but not in the order that you’d think. Even though Mercury orbits closer to the Sun
than Venus, it lacks an atmosphere. The side facing the Sun is baked, with a temperature of
425 degrees Celsius, the side facing away from the Sun cools down to -193 degrees Celsius.
Venus, on the other hand, has an incredibly thick atmosphere and traps the heat from the
Sun. No matter where you go on the planet, the temperature on the surface of Venus is
always 462 degrees Celsius.

The composition of Venus and Mercury is similar, they’re both terrestrial planets made of
rock and metal. Mercury is more dense than Venus and thought to consist of 60-70% metal,
with the rest rock. As mentioned above, Mercury lacks an atmosphere, while Venus has the
thickest atmosphere of all the terrestrial planets. The temperatures and pressures are so
extreme on the surface of Venus that spacecraft only last a few hours before being crushed
and baked.

Listening for Academic Purposes 67

Reading 5: Diego Rivera
Source: https://www.diegorivera.org/

Diego Rivera, a memorable figure in 20th century art, actively painted during the 50 years
from 1907 to 1957. Mexican by birth, Rivera spent a good portion of his adult life in Europe
and the United States as well as in his home in Mexico City. Early in his career, he dabbled
in Cubism and later embraced Post-Impressionism, but his unique style and perspective is
immediately recognizable as his own. He was involved in the world of politics as a
dedicated Marxist and joined the Mexican Communist Party in 1922. He hosted Russian
exile Leon Trotsky and his wife at his home in Mexico City in the 1930s. Lived in unsettled
times and led a turbulent life, Diego Rivera, widely known for his Marxist leanings, along
with Marxism Revolutionary Che Guevara and a small band of contemporary figures, has
become a countercultural symbol of 20th century, and created a legacy in art that continue to
inspire the imagination and mind.
Rivera's Early Years: 1886-1915
The artist and his twin brother were born in 1886 in Guanajuato, Mexico. His twin died at
the age of two, and the family moved to Mexico City shortly thereafter. His parents
encouraged Diego's artistic talent, enrolling him in the San Carlos Academy of Fine Arts. He
studied traditional painting and sculpting techniques. Gerado Murillo was among his fellow
students at the academy, an artist who would become a driving force behind the Mexican
Mural Movement in the early 20th century, in which Rivera took part. In 1905, the two
students joined a group in an exhibition organized by Savia Moderna magazine. Rivera
completed his studies in 1905. In 1906 he exhibited more than two dozen paintings at the
annual San Carlos Academy art show. One of them, "La Era" or "The Threshing," shows
elements of Impressionism in the play of light and shadow and distinctive use of color.

In 1907, Rivera received a government sponsorship to study in Europe. He went to Madrid,

where he studied with Realist painter Eduardo Chicharro Aguera at the San Fernando Royal
Academy. There, Rivera created paintings like "Night Scene in Avila," a work containing
elements of Realism and Impressionism. From Madrid, he moved to Paris where he lived off
and on for several years among other artists in the Montparnasse community, including

Listening for Academic Purposes 68

Amedeo Modigliani and his wife, artist Jeanne Hebuterne. Rivera showed six paintings in
the 1910 exhibit sponsored by The Society of Independent Artists in Paris, including the
realistic portrait, "Head of a Breton Woman." Other works he completed during this time,
including "Breton Girl" and "House Over the Bridge," evidence an Impressionistic focus.

However, when Rivera returned to Paris after a brief visit to Mexico, his style underwent a
significant shift toward Cubism, which was enjoying its heyday in Europe during the second
decade of the 20th century. The Cubists sought to portray multiple dimensions of a single
subject through the use of geometric forms or intersecting planes. Under the influence of
Pablo Picasso and Paul Cezanne, Rivera's paintings became progressively more abstract.
View of Toledo from 1912 contains both recognizable buildings and Cubist elements in the
landscape while "Portrait of Oscar Miestchaninoff" clearly illustrates the Cubist influence.

By 1913, the artists had fully embraced Cubism as shown in "Woman at a Well" and Sailor
at Breakfast. He submitted works to the Salon d'Automne exhibit, attracting both negative
reactions and the positive attention of the art community.
Diego Rivera's Influence on the World of Art
Rivera set an example as a community member who used his talents to tell the stories of the
working class. His work helped inspire such programs as U.S. President Roosevelt's Federal
Art Project, which employed artists to paint scenes of everyday life on the sides of buildings.
His work also influenced muralists Ben Shahn and Thomas Hart Benton as well as Abstract
Impressionist Jackson Pollock. Perhaps most importantly, Diego Rivera took art out of the
gallery into the public domain so that more people could enjoy and appreciate its beauty.

Some of Rivera’s masterpieces

Man at the Crossroads Flower Seller

Dream of a Sunday Afternoon in Alameda Park

Listening for Academic Purposes 69

Exercise 2: Listen to audio files no 6-12. Listen carefully and take notes.

Then, find any information from books, encyclopedia, or internet about the information
given in the audio. Copy and paste the information in a MS-Word file. Compare the
information. Are there any differences?

6. Once in the Blue Moon

7. Twins

8. Works after Industrial Revolution

9. Two Major Parties in the U.S.

10. Differences of Democrat and Republican

11. Balance of Payments

12. First Aid for the Burn

Listening for Academic Purposes 70

9. LABELING DIAGRAMS / PLANS / MAPS

Exercise 1: Listen and complete/label the picture (A Bike)

Exercise 2: Listen and complete/label the picture (An Oil Rig)

Label the diagram below. Write NO MORE THAN TWO WORDS for each answer

Listening for Academic Purposes 71

Exercise 3: Listen and complete/label the picture (An Aerosol Can)
Questions 1-5. Label the diagram below. Write ONLY ONE WORD for each answer.

Exercise 4: Listen and complete/label the picture (The Zip Fastener)

Listening for Academic Purposes 72

Exercise 5: Listen and complete/label the picture (A Fire Extinguisher)
Listen and label the diagram below. Write ONE WORD for each answer.

3. ……………………… lever

spring

4. nozzle gives off

……………… of water
2. long ………………….

gas

1. ……………………
filled with water or foam 5. water leaves through this
……………………

Exercise 6: Listen and complete/label the picture (A Rover Robot) Questions 1-10.
Questions 1-3. Listen and complete the summary with NO MORE THAN
TWO WORDS AND/OR A NUMBER for each answer.
ROVER ROBOT
The robot does the same work as a 1. ………………………… Some people think it
looks like a 2. ……………………… on wheels. It is quite small, weighing only 16.5 kg
and it moves relatively slowly, with the maximum speed of 3. …………… km an hour.

Questions 4-10. Write

NO MORE THAN THREE
WORDS for each answer.

4. ……………………

6. ……………………

7. …………………… wheels 5. ……………………

8. How long does it take the radio signal to travel from Earth to Mars? …………………
9. What stops the scientists from steering the rover in real time? ………………………
10. What do scientists believe Mars has, which is similar to Earth? ……………………

Listening for Academic Purposes 73

Exercise 7: Listen and complete/label the plan/map below (The Small Museum)

11. Trophies …… 14. An interactive display ……

12. Photographs …… 15. Posters ……
13. Items of clothing …… 16. Films ……

Exercise 8: Listen and complete/label the plan/map below (An Australian Airport)
Look carefully at the plan of an Australian airport. Listen and answer the
questions 1-4.

Label the plan.

Write the correct letter A-H

next to questions 1-4.

1 Car park ……
2 Domestic Terminal ……
3 Lifts ……
4 Regional Terminal ……

Listening for Academic Purposes 74

Exercise 9: Listen and complete/label the plan/map below (Anglia Sculpture Park)

Exercise 10: Listen and complete/label the plan/map below (Tourist Information Centre)
Write the letters A–G next to questions 11–15.

Listening for Academic Purposes 75

Exercise 11: Listen and complete/label the plan/map below (Fiddy Working Farm)

Questions 15-20 Label the map below. Write the letter A–I to questions 15-20.

Listening for Academic Purposes 76

Exercise 12: Label the picture based on the lecture.
Add some more labels that are mentioned by the lecturer.

The Structure of an Eyeball

Listening for Academic Purposes 77

Exercise 13: Complete the table below based on the lecture.

Listening for Academic Purposes 78

Exercise 14: Complete the missing information based on the lecture.

Listening for Academic Purposes 79

Exercise 15: Watch a video or listen to a lecture about pheromone. Take notes and answer
the questions that will be given later (written or orally).

1. Define the term pheromone as used in the lecture.

2. Pheromones are said to be highly sensitive and highly specific. Explain these concepts.
3. Contrast the terms primer pheromone and releaser pheromone.
4. Explain the four types of releaser pheromone and give an example for each.

Listening for Academic Purposes 80

Exercise 16: Watch a video or listen to a lecture about the near side of the moon. Take
notes and answer the questions that will be given later (written or orally).

1. How does the speaker define the terms: maria, mare, and mascon?
2. What are the characteristics of the two surface types on the near side of the moon?
3. Explain the three consequences caused by the lack of atmosphere on the moon.
4. What are the temperature range on the near side of the moon?
5. Share and discuss other information that you get from the lecture.

Listening for Academic Purposes 81

Exercise 17: Watch a video or listen to a lecture about how to look at art. Take notes and
answer the questions that will be given later (written or orally).

1. What is a “directed looking” approach?

2. Name and briefly explain the five categories of observation in the “directed looking”
approach.
3. Give four examples of different physical properties of an art that one might look at when
using a “directed looking” approach to art appreciation.
4. What are the two techniques for creating the illusion of distance?
5. Explain or analyze Lange’s photograph Migrant Mother: Nipomo, California in terms
of subject matter, formal elements, and viewer perspective.

Listening for Academic Purposes 82

10. REVIEW PRACTICE

LISTENING

MEGEQUIP CUSTOMER ORDER

Listening for Academic Purposes 83

Listening for Academic Purposes 84
Listening for Academic Purposes 85
 MAKER NAME OF GUITAR FEATURES
DATE

END OF PRACTICE

Now check and discuss your answers. If you made mistakes, notice where the correct
information is said by the speaker, what the distractors, and how to improve your listening.

Listening for Academic Purposes 86

 LISTENING

Section 1 Questions 1–10

Complete the table below
Write ONE WORD AND/OR A NUMBER for each answer.

HOSTELS
Name Location Cost of double room Notes

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Section 2 Questions 11–20
Questions 11–15 Look at the map below
Choose FIVE answers from the box and write the correct letter A-H next to questions 11–15.

A biography
B fiction
C magazines
D newspapers
E non-fiction
F photocopiers
G reference
books
H study area

Questions 16–20 Choose the correct letter, A, B, or C.

Listening for Academic Purposes 89

Section 3 Questions 21–30
Questions 21–25 Choose the correct letter, A, B, or C.

Questions 26–30
What do Lee and Anita agree about their presentation skills with their tutor?
Write the correct letter, A, B, or C next to questions 26–30.

Listening for Academic Purposes 90

Section 4 Questions 31–40
Complete the table below.
Write NO MORE THAN ONE WORD for each answer.

INVESTIGATING TASTE

END OF PRACTICE

Now check and discuss your answers. If you made mistakes, notice where the correct
information is said by the speaker, what the distractors, and how to improve your listening.

Listening for Academic Purposes 91

Listening for Academic Purposes